排序方式： 共有9条查询结果，搜索用时 375 毫秒
1
1.
Lin Tzu-Jung Nagpal Manisha VanDerHeide Jennifer Ha Seung Yon Newell George 《Reading and writing》2020,33(10):2549-2575
Reading and Writing - Argumentative writing has long been considered an essential skill for disciplinary learning. For researchers and curriculum developers to develop ecologically valid... 相似文献
2.
Tzu-Jung Lin Ruey-Yun Horng Richard C. Anderson 《Journal of Experimental Education》2013,81(2):264-282
This study investigated the effects of argument scaffolding and source credibility on science text comprehension. Eighty-seven college students were randomly assigned to an argument scaffolding activity, or no scaffolding, and read 2 science texts, attributed to a high- or a low-credibility source. The argument-scaffolding group recalled less text-based information but generated more knowledge-based inferences than did the no-scaffolding group. High source credibility enhanced readers’ text-based recall but had little effect on knowledge-based inferences or situation models. Overall, results suggest that argumentation facilitates deeper text comprehension and better argument understanding, while at the same time reducing the effect of source credibility on text processing. 相似文献
3.
Jing Chen Tzu-Jung Lin Yu-Min Ku Jie Zhang Ann O’Connell 《Scientific Studies of Reading》2018,22(3):209-224
Concept of word—the awareness of how words differ from nonwords or other linguistic properties—is important to learning to read Chinese because words in Chinese texts are not separated by space, and most characters can be productively compounded with other characters to form new words. The current study examined the effects of reader, word, and character attributes on Chinese children’s concept of word in text. A total of 164 fifth-grade Chinese children participated in this study. Concept of word was measured by children’s lexical decisions about words and nonwords embedded in strings of characters. Cross-classified multilevel logistic models showed that reader attributes, including reading comprehension, vocabulary knowledge, and morphological awareness, interacted with certain word or character attributes in predicting children’s lexical decisions about words or nonwords. This study sheds light on the complex relationships between reader, word, and character attributes in the formation of concept of word in Chinese. 相似文献
4.
Lin TJ Anderson RC Hummel JE Jadallah M Miller BW Nguyen-Jahiel K Morris JA Kuo LJ Kim IH Wu X Dong T 《Child development》2012,83(4):1429-1443
This microgenetic study examined social influences on children's development of analogical reasoning during peer-led small-group discussions of stories about controversial issues. A total of 277 analogies were identified among 7,215 child turns for speaking during 54 discussions from 18 discussion groups in 6 fourth-grade classrooms (N = 120; age M=10.0, SD=0.6). Use of analogy was found to spread among the children in discussion groups and occur at an accelerating rate, primarily because of the increasing use of novel analogies. Relational analogies with shared surface features triggered purely relational analogies during the next 2 speaking turns, showing a trend of relational shift. These results provide distinctive new evidence for the importance of social interaction in an aspect of cognitive development. 相似文献
5.
6.
Jing Chen Laura M. Justice Anna Rhoad-Drogalis Tzu-Jung Lin Brook Sawyer 《Child development》2020,91(2):471-487
This study takes an ecological approach to examine how children with developmental language disorder (DLD) interact with their classmates within early childhood special education (ECSE) inclusive classrooms. Participants were 124 children with DLD, 56 children with other disabilities, and 247 typically developing children (Mage = 52.42 months, SD = 6.27) from 56 ECSE inclusive classrooms. Results of social network analysis showed that children with DLD had significantly smaller peer social networks and were more likely to be isolated. Children tended to interact with peers with the same DLD status. These effects of children's DLD status were above and beyond the effects of children's social pragmatics skills. 相似文献
7.
Tzy-Ling Chen Tzu-Jung Chen 《British journal of educational technology : journal of the Council for Educational Technology》2006,37(5):683-693
This study examined attitudes of university faculty specialising in the field of human resource (HR) in Taiwan towards participation in the teaching of online courses using the theory of reasoned action (TRA). The population targeted for investigation consisted of the full‐time university faculty in the HR field in Taiwan regardless of their experience in the teaching online courses of any kind. Survey development included a detailed literature review to identify beliefs that guided measurement construction and followed the guidelines recommended by Ajzen and Fishbein (1980 ) to ensure construct validity. Data were collected on TRA constructs and demographic variables using the questionnaire mailed to 278 faculty members targeted for the study. A 42% (n = 116) response rate was achieved after one round of the follow‐up through emailing. The significant predictor variables, attitude and subjective social norm were confirmed. In other words, results of analyses evidenced the contribution of TRA to explaining the underlying beliefs that enhance or thwart participation. Additionally, faculty in this study possessed positive attitudes towards the participation in online teaching, and further analyses supported the use of TRA in this research context. 相似文献
8.
9.
Tzu-Jung Lin Laura M. Justice Alyssa A. Emery Andrew J. Mashburn Jill M. Pentimonti 《Early education and development》2017,28(4):457-474
Research Findings: This study examined the potential impacts of ongoing participation (twice weekly for 30 weeks) in teacher–child managed whole-group language and literacy instruction on prekindergarten children’s social interaction with classmates. Teacher–child managed whole-group instruction that provides children with opportunities to engage with all of their classmates regularly may potentially deepen the social depth within a classroom (i.e., the frequency with which children regularly interact with each other). Provision of this type of instruction occurred via teachers’ implementation of a whole-class literacy curriculum twice weekly. Participants were 119 preschoolers who received an experimental literacy curriculum in 26 classrooms and 76 children in 17 business-as-usual control classrooms. Condition predicted the strength of children’s social interaction, suggesting that children in experimental classrooms had relatively stronger social ties with peers than children in control classrooms. Practice or Policy: The findings suggest that participation in ongoing teacher–child managed whole-group instruction could facilitate stronger social connections among preschool children. 相似文献
1